Lisa M.

Thinkfinity Integration Plan

General Information
Name: Lisa Mendez	District/School or Organization: Yuma School District One
Subject Area/Topic: Yearbook	Grade Level(s): 8th grade

Part 1 – List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one ore more Thinkfinity learning object(s) aligned to the standards.

State or National Standards

Name of learning object(s) / URL(s)

7 - Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8 - Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 11 - Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

MyTube: Changing the World With Video Public Service Announcements http://www.readwritethink.org/lessons/lesson_view.asp?id=1069 * Study what makes a persuasive argument by critically analyzing different public service announcements (PSAs) * Learn the question-finding strategy and apply it to a topic of interest * Practice persuasive writing by creating PSA scripts * Use a variety of media techniques to enhance what they have written in their scripts and create and edit video PSAs · Use video techniques and persuasive writing strategies they learned about while creating their own PSAs to evaluate those of their peers Web Resources: BoostUp AdCouncil: PSA Gallery Media Awareness Network: Public Service Announcements Kidz Online: Tech Training Digital Video

Part 2 – Determine instructional elements - Integration

A. Which type of Thinkfinity learning object is this?	B. Where will I use this learning object in the instructional cycle?	C. Which instructional strategies will I employ?
Learning Object for Teacher Use Online (requires a computer) Offline (no computer required) Learning Object for Student Use Online (requires a computer) Offline (no computer required)	Opening Motivational Activity Central Focus of Lesson Plan Research Tool for Students Closure Activity Assessment Tool Remediation Tool Enrichment Tool	Direct instruction Indirect instruction Experiential learning Independent study Interactive instruction Other Notes: Visit http://olc.spsd.sk.ca/DE/PD/instr/index.html for more information on the instructional strategies listed.
Notes:

Part 3 – Plan for student success - Implementation

A. How will I configure my classroom for the learning activity?

Classroom Configuration: Computers not needed - printable resource Whole group instruction, using a projector and / or interactive white board Whole group activity, with small groups using mobile laptops simultaneously Small group, using classroom computers or mobile laptops as rotating stations One to one, using classroom computers or mobile laptops as rotating stations One to one, in a computer lab setting One to one, with individual student laptops Other

Notes: Students will use computers in the library for this project.

B. How will I manage implementation?
Classroom Management: General computer rules / procedures Specific directions for activity Helping Hands Other	Notes: Students will be given specific websites to review to research PSA”S. Students will also work with teacher in their group as they develop their PSA.

C. What additional considerations will support successful implementation?
Software Hardware Supplemental Materials Other	Notes: Students will need cameras to capture their final projects. Also thumb drives can be used to put music if needed.

Part 4 – Develop the student learning activity

A. Describe the learning activity. What will students be asked to do with the Thinkfinity learning object(s)?

Students will first learn what a PSA is by following the links provided to review current PSA”S. Students will then brainstorm topics that interest them to create a PSA. Students will be placed in groups of 3 to create their own PSA.

B. Describe how the learning activity will address students’ individual needs – Differentiation

Students who are creative can add music, pictures, etc.. to make their PSA exciting. Students who need extra support can view information on how to make their PSA on Kidz online.

C. Effectiveness – What indicators can you expect to see / hear from students, which will inform you about the effectiveness of the learning activity?

As students begin to develop storyboards, I will circulate around the room , observing students progress. I will look to see that students have storyboards filled out correctly. Once they have completed their storyboards, they will begin to capture their PSA on film. I will give direction on how they can make their PSA more effective. They will then edit their PSA”S on I-movie.

Part 5 – Do a complete trial run of the learning activity you described in step 3D.

Reflect on the learning activity.

Considerations:

Part 6 – Consider the bigger picture

Describe how this learning activity fits within a lesson or unit plan, to meet objectives that will be assessed. NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included.